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Thursday, 17 October 2013

News From the French Class

Time is just flying by and we are already in October and Eid
Al Adha is at our door.

So far we are working on our daily vocabulary, using it in
sentences, questions and answers. Al Hamdulillah, students are gaining slowly
confidence in speaking French in class.

We started our first story “L’Arbre Ungali”. We gestured it
and read and students have a good understanding of the plot. We will be working
on reading comprehension and writing activities after the Eid break, Insha’a
Allah.

Students also had their first spelling test on Monday,
October 7, 2013 and Masha’a Allah many of them did very well.

The French Long Range Plan is posted for your reference.

May Allah reward you with His Blessings and I wish you and your
family a happy Eid.

In this
traditional story, the three little pigs set out to build their own houses.
The first built a house of straw, the second built a house of wood and the
third built a house of bricks. The wolf arrives at each house and blows down
the 2 first houses because they are built out of weak material. The first and
the second pigs each run to the brick house of the third pig that put a pot
of hot soup on the fire. When the wolf comes to blow down the third house, he
cannot because it is made of bricks. He climbs to the roof and goes down the
chimney but he falls into the pot of hot soup and leaves the house, running
out of the door. The three pigs happily wave good bye to the wolf as he runs
off.

3A1.1: Identify words and/or phrases in order
to understand oral French text

3A1.2: Demonstrate understanding of short
oral French text, presented clearly and at a deliberate pace by familiar
speakers

3A2.1: Listen to information provided in French by face-to-face speakers in
order to respond to factual questions.

3B1.1:Communicate orally in
French using words and/or complete sentences while participating in classroom
activities

3B1.2: Respond orally in French to a variety of text to convey information

3C1.1: Begin to recognize and/or read a variety of familiar French

words and/or phrases and demonstrate
understanding

3C1.2: Identify different purposes for reading and choose different forms of
French reading materials appropriate for those purposes

3C1.3: Identify reading comprehension strategies and use them before, during,
and/or after reading to understand text

3C1.4: Demonstrate understanding of French
text by retelling a story and/or restating information from a text

3C2.1: Begin to recognize and/or read words from their French

oral repertoire in a variety of
reading contexts

3D1:Spell some familiar French words correctly and use a variety of
strategies to spell unfamiliar words.

3D1.2:Begin to write simple messages in French
using a combination of pictures, symbols, letters, words and/or sentences

Diagnostic:

Kinesthetic
review: teacher does the gestures and students say the
words and do the gestures.

Oral
questioning.

Formative:

Spelling
test

In
class work.

In
class participation

Using
French spontaneously with teacher and peers.

Summative:

( subject to modification)

Test 1: choisis le bon
mot, les mots en ordre and vocabulary

Test 2 : Les
questions totales

Test 3 : Les
questions partielles.

Oral test : retelling
the story

Play
presentation

Term 3

+

half term 2

-Story 2: Le chat et la lune

This
story is an adaptation of a traditional fairy tale. A cat sees the reflection
of the moon in the water and thinks that the moon has fallen in. Each of the
dog, the sheep and the horse want to help but they all think the moon has
fallen in the water because they see that its reflection is still in the
water. The fur animals run to the castle to speak to the king. He follows the
animal to the water and he also sees the moon in the water. The king, who is
an intelligent man, thinks how to solve the problem. While he is thinking, he
looks up to the sky. The animals follow his gaze and see the moon in the sky. The king tells them
then that the moon is always in the sky. The animals are so happy that they
hug the king and thank him for having shown them that the moon has not fallen
into the water.

Teacher-led
activities :

Same activities as the first unit and

ØGames:
frappe les mots (teacher says or gestures a word and one student finds it on
the board), competitions between groups: teacher gestures an expression and
the group must say it., Madame dit (version of Simon says).

ØStory
retelling: class cooperative writing.

Language structures:

Same
activities as the first unit and

ØLes
contraires (the opposites)

ØThe use
of: mais, alors, et.

ØAdjectives:
form masculine and feminine (e)

ØPlural
with s

Same as unit one plus:

.

3A1.3: Use information and ideas from oral

French text in order to make simple predictions
and/or inferences

3A2.2: Listen to information provided in
French by face-to-face speakers in order to respond with personal ideas
and/or opinions

3B2.1: Use information and ideas to engage in guided and/or spontaneous
interaction in

• identify and use the vocabulary and
the grammar and language conventions appropriate for this grade level.

Unit description

Curriculum Expectations

Assessment

Term 1

+

Half term 2

-Story 1: L’arbre Ungali

The story
is adapted from a traditional African tale that takes place during a drought.
At the beginning of the story, animals express their concerns over of rain.
They look for a solution to their problem. The turtle proposes to seek the
lion ‘help because he is the king. The cheetah goes first because he is the
fastest of them. He sees the lion who tells him that he should go to the
magic tree *Arbre Ungali* and the magic tree can help the animals. But on his
way, he falls, forgets the name of the tree and returns back to the animals.
Each animal takes turn in going to the Lion but they all fall in their way to
the tree and forget its name because they run very fast. Finally, it’s the
turtle turn to go to the lion and she is able to make it to the tree because
it walks and talk to it. The tree tells the turtle to return to its friends
and to tell them that it has spoken to the tree. The turtle returns to its
friends. As it tells them about the tree, it starts raining.

PS. We
have a discussion about this story with the students questioning about the
magic of the tree. The purpose of the discussion is to have students award
that the power is to God not to anyone or anything else.

4W3: write, using a
model, a first draft and corrected version in guided and cooperative

writing tasks
(e.g., greeting cards);

4W4: use and spell the vocabulary
appropriate for this grade level.

Diagnostic and

Kinesthetic
review: teacher does the gestures and students say the
words and do the gestures.

Oral
questioning.

Formative:

Spelling
test

In
class work.

In
class participation

Using
French spontaneously with teacher and peers.

Summative:

(subject to modification)

Test 1: choisis le bon
mot, les mots en ordre and vocabulary

Test 2 : Les questions totales
oral and written

Test 3 : Les
questions partielles. Choisis le bon mot oral

Oral test : retelling
the story.

Play presentation

Participation
in the cooperative writing.

Maybe a
final writing project?

Tem 3

+

Half Term 2

-Story 2: Les animaux du bayou

This
story is about friendship. The animals that live in the bayou are all good
friends and enjoy spending time together. It’s Suzie the mouse birthday and
on this special occasion she wants to spend time with her friends. Her
friends, the lizard, Louis the frog and the alligator are sick or busy and
refuse to invite her over in their houses. Very sad, the mouse returns to her
place and to her surprise, when she opens the door of her house, all her
friends greet her with presents and a party.

Teacher-led
activities :

Same as first story, plus

ØLes
phrases coupées (Reading comprehension)

ØPast
tense of the high-frequency verbs (oral)

ØDescribe
a picture and draw it

Language structures:

ØDouble
verb construction using verbs (implicit)

ØNegative
form “ne……pas”

ØQuestion
form ”Est-ce que..?

ØExpression “parce que…”

Same as
first unit, plus:

4O7: make simple revisions to oral language
in

form and content (e.g., correct use of
(gender), using feedback from the teacher.

• write ideas and facts, or provide
written responses to simple questions, using simple sentences;

• identify and use the vocabulary and
the grammar and language conventions appropriate for this grade level.

Unit description

Curriculum Expectations

Assessment

Term 1 + Half of Term 2

-Story 1: Un Jour bizarre

In this
story Brigitte, a girl who lives in Moncton, wakes up to find herself in a
strange forest. She is frightened and she tries to go home. She decides to
start walking and she comes across heroes from the well-known children story
Cinderella, the beauty and the Beast and Peter Pan. She helps each one to
solve his /her problem. After that, Brigitte finds a pair of bright red
shoes. When she puts them on and within second she is back in her bed. Then
she hears her mother waking her up for school. She gives a big hug to her
mother and says that she just had a very strange dream. Her mother asks her
to tell her all about it.

5R2:read at least six simple passages or stories (e.g.,
greeting cards, song lyrics);

5R3: read and respond briefly to written
materials by answering short questions or restating information.(e.g., answer short questions, fill in missing
words, draw a picture, select answers);

5W1: copy and write simple words,
phrases, and short sentences and questions, using basic vocabulary and very
simple language structures;

5W2: write, using a model, a first
draft and corrected version in guided and cooperative writing tasks (e.g.,
greeting cards);

5W3: write responses to very simple
questions;

5W4: use and spell the vocabulary appropriate
for this grade level.

Diagnostic and

Kinesthetic
review: teacher does the gestures and students say the
words and do the gestures.

Oral
questioning.

Formative:

Spelling
test

In
class work.

In
class participation

Using
French spontaneously with teacher and peers.

Summative:

(subject to modification)

Test 1: choisis le bon
mot, les mots en ordre and vocabulary

Vrai ou
faux

Test 2 : Les questions totales
oral and written

Test 3 : Les
questions partielles. Choisis le bon mot oral

Oral test: retelling the story.

Play presentation

Participation
in the cooperative writing.

Maybe a
final writing project?

Term
3

+

second half of term 2

-Story 2: Le Chat Angora

The story
is about Chat Angora, a not very intelligent detective, who is chasing the
criminal Madame Rat, a very intelligent rat. His assistant, Charlie the dog
bring him a cue that is the letter R. Wanda the bird brings him the letter I
and finally a mysterious personage gives him the letter Z. With the 3 letters,
the cat can’t solve the mystery until the rat comes out of the bag of rice
and show him the word RIZ (rice) and tells him “I am in the bag of rice”.
When the cat wants to cuff the rat, the latter asks the detective to get it
some food. The cat goes to fetch some food for the rat that flees away. When
the detective comes back with the food, he doesn’t find the criminal.

Teacher-led
activities :

Same as first
story, plus:

ØChoisis le
bon mot: oral and written. New version (choosing from a word bank)

ØRimming
words

ØFrench
Africa cultural activity.

ØRetelling
the story. Cooperative writing

ØStory
extension. Cooperative creative writing

ØGames:
competition between groups, Madame dit…

Language structures:

ØPronoun “on”

ØDouble
verb construction

ØContraction

ØOpposite

ØPresent
and past tenses

ØAdverbs,
adjectives /genger

ØVowels :
replacing e with ‘

ØConjunctions

ØPossessive
and demonstrative adjectives

ØError
analysis

Same as first story plus:

5O6: make simple
revisions to oral language inform and content (e.g., correct use of gender),
using feedback from the teacher

5R4: use various reading strategies to
determine

meaning and make sense of unfamiliar
words (e.g., visual and verbal cues, and use of context and patterns).